Дослідження гендерних особливостей розвитку емоційного інтелекту старшокласників
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Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У дослідженні подано порівняльний аналіз визначення поняття емоційний інтелект у зарубіжних та вітчизняних дослідженнях, розглянуто моделі структур емоційного інтелекту. Представлено результати проведеного дослідження гендерних особливостей розвитку емоційного інтелекту старшокласників. Визначено, що емоційний інтелект, його компоненти розвинуті приблизно однаково в представників обох статей старшокласників, дещо вищі результати виявили у хлопців за компонентами емоційного інтелекту: розуміння і контроль власних емоцій, розвиток соціальних навичок саме.
The aim of the study is to identify the gender characteristics of the development of emotional intelligence in high school students. Research methods. To achieve the goal at different stages of scientific research, the following methods were comprehensively applied: theoretical (analysis, synthesis, comparison, systematization and generalization of scientific sources on the essence and structure of emotional intelligence, empirical data); empirical (the author’s questionnaire, created on the basis of the Eminem questionnaire of emotional intelligence (D.V. Liusin), methods for determining the level of emotional intelligence (N. Hall), methods for determining the level of empathic abilities (V. Boiko) for conducting a study of gender characteristics development of emotional intelligence in high school students. The study is based on the following provisions: emotional intelligence (EQ) is the ability to be aware of, understand, use and manage emotions, and based on these skills, effectively interact with other people (the “Mixed Model” of D. Goleman, which consists of five components: 1) self-knowledge – understanding of one’s own emotions; 2) selfregulation – the ability to control one’s own motions and actions; 3) motivation – the ability to try to achieve a goal; 4) empathy – understanding the emotional state of other people; 5) social skills – the ability to communicate and manipulate). The survey was conducted on November 18, 2020 on the basis of the Municipal institution Shostka educational complex: a specialized school of I-III levels – lyceum, Shostka City Council, Sumy region. The respondents are students of two eleventh grades: 11-B and 11-C. The total sample consisted of 37 students, including 16 girls and 21 boys. The average results of the components of emotional intelligence were: understanding of their own emotions: boys – 0.492 (above average), girls – 0.385 (above average); control of their own emotions: boys – 0.316 (above average), girls – 0.071 (average); empathy: boys – 0.529 (above average), girls – 0.513 (above average); social skills: boys – 0.115 (average), girls – 0.068 (average); motivation: boys – 0.363 (above average), girls – 0.259 (above average). Summing up the results of the conducted empirical research, we can say that emotional intelligence and its components are developed approximately equally in representatives of both sexes of high school students, however, the difference can be distinguished in the development of understanding and control of their own emotions, as well as the development of social skills precisely – in these components of EQ there is an advantage of boys over girls.
The aim of the study is to identify the gender characteristics of the development of emotional intelligence in high school students. Research methods. To achieve the goal at different stages of scientific research, the following methods were comprehensively applied: theoretical (analysis, synthesis, comparison, systematization and generalization of scientific sources on the essence and structure of emotional intelligence, empirical data); empirical (the author’s questionnaire, created on the basis of the Eminem questionnaire of emotional intelligence (D.V. Liusin), methods for determining the level of emotional intelligence (N. Hall), methods for determining the level of empathic abilities (V. Boiko) for conducting a study of gender characteristics development of emotional intelligence in high school students. The study is based on the following provisions: emotional intelligence (EQ) is the ability to be aware of, understand, use and manage emotions, and based on these skills, effectively interact with other people (the “Mixed Model” of D. Goleman, which consists of five components: 1) self-knowledge – understanding of one’s own emotions; 2) selfregulation – the ability to control one’s own motions and actions; 3) motivation – the ability to try to achieve a goal; 4) empathy – understanding the emotional state of other people; 5) social skills – the ability to communicate and manipulate). The survey was conducted on November 18, 2020 on the basis of the Municipal institution Shostka educational complex: a specialized school of I-III levels – lyceum, Shostka City Council, Sumy region. The respondents are students of two eleventh grades: 11-B and 11-C. The total sample consisted of 37 students, including 16 girls and 21 boys. The average results of the components of emotional intelligence were: understanding of their own emotions: boys – 0.492 (above average), girls – 0.385 (above average); control of their own emotions: boys – 0.316 (above average), girls – 0.071 (average); empathy: boys – 0.529 (above average), girls – 0.513 (above average); social skills: boys – 0.115 (average), girls – 0.068 (average); motivation: boys – 0.363 (above average), girls – 0.259 (above average). Summing up the results of the conducted empirical research, we can say that emotional intelligence and its components are developed approximately equally in representatives of both sexes of high school students, however, the difference can be distinguished in the development of understanding and control of their own emotions, as well as the development of social skills precisely – in these components of EQ there is an advantage of boys over girls.
Опис
Ключові слова
емоційний інтелект, моделі емоційного інтелекту розуміння власних емоцій, контроль власних емоцій, емпатія, соціальні навички, мотивація, emotional intelligence, models of emotional intelligence, understanding of own emotions, control of thoughts, empathy, social skills, motivation
Бібліографічний опис
Коваленко, Н. Дослідження гендерних особливостей розвитку емоційного інтелекту старшокласників [Текст] / Н. Коваленко, Р. Гриценко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 10 (104). – С. 355–367. – DOI: 10.24139/2312-5993/2020.10/355-367.